http://hdl.handle.net/10379/6135 2017-10-29T22:59:01Z 2017-10-29T22:59:01Z Connolly, Cornelia Murphy, Eamonn http://hdl.handle.net/10379/6897 2017-10-10T01:02:35Z 2005-10-19T00:00:00Z

Retention initiatives for ICT based courses Connolly, Cornelia; Murphy, Eamonn Unlike our European neighbours, Ireland failed to develop its educational system in the immediate postwar years and it was only in 1967 that second-level education was provided free to all citizens. Since 1970, the educational system has been greatly expanded at second and third level to bring it into line with the EU norm. Two thirds of the generation who are retiring from the labour force today left school at 14 or less, and less than 10% of them had the benefit of third-level education. By contrast, 80% of the school leaving cohort last year completed second-level education and over 50% continued on to third-level education. However, how many of these students will complete their studies at their third level institute? An examination of completion rates among students on IT based courses in Dundalk Institute of Technology shows that a large proportion of students who enrol do not finish within the normal duration for their program, and a significant number do not complete their course at all. This is typical of universities and colleges throughout Ireland and globally. Retention rates in 1st year computing courses at Dundalk IT are typically 50–60% for Software Development streams and 60–80% for Application and Support programs [1]. The importance of student success in higher education is incontestable and improving student retention and achievement has, a particularly high priority for the majority of third level institutes of higher education. The issue of retention of students on computing courses in Ireland is particularly manifest in third level educational institutes, where a combination of falling numbers of applicants and reduction in entry points standards, have combined to significantly change the profile of incoming students. High retention rates in computing courses are worrying, especially for Ireland, who was declared once as leader in software development. The probable decline in students studying computing and graduating successfully is alarming for IT companies who have invested substantially in the Irish economy.

2005-10-19T00:00:00Z McHugh, Sally Concannon, Fiona Hall, Tony http://hdl.handle.net/10379/6781 2017-09-07T01:00:28Z 2017-08-23T00:00:00Z

Everyday creativity on a university campus: crafting a challenge to journey beyond the formal McHugh, Sally; Concannon, Fiona; Hall, Tony This paper reports on an initiative to encourage staff, students and the wider community of an Irish university to engage in open, daily creative challenges, mediated by technology. The aim was to encourage creativity as a ritual practice, and to develop digital literacy, in an open forum. We explore how the ideas and methods of DS106[1], a course in Digital Storytelling from the University of Mary Washington (UMW) and other accessible open courses on the web, were appropriated for use within a university campus. The project, known as Campus Create, became both a virtual space and daily practice, encouraging creative thinking across the campus in a fun and playful way. In this paper, we describe the approach taken towards building an open, inclusive online community of learners, with a shared intention to make creativity a more frequent habit.

2017-08-23T00:00:00Z Mac Mahon, Brendan Ó Grádaigh, Seán Ní Ghuidhir, Sinéad http://hdl.handle.net/10379/6134 2016-11-04T02:00:25Z 2016-05-15T00:00:00Z

An straitéis litearthachta in iar-bhunscoileanna lán-Ghaeilge: Cad is ciall le litearthacht san earnáil seo agus cad iad na dúshláin? Mac Mahon, Brendan; Ó Grádaigh, Seán; Ní Ghuidhir, Sinéad ACHOIMRE Aithnítear in An Straitéis Náisiúnta chun an Litearthacht agus an Uimhearthacht a Fheabhsú i measc Leanaí agus Daoine Óga 2011-20 (An Roinn Oideachais agus Scileanna, 2011:12) go bhfuil dúshláin ar leith “do theagasc agus foghlaim na litearthachta” in iar-bhunscoileanna lán-Ghaeilge. Ag tarraingt ar thaighde atá déanta ó cuireadh tús leis an Straitéis, chomh maith le taighde reatha le múinteoirí faoi oiliúint ar chlár in oideachas tosaigh múinteoirí iar-bhunscoile atá á sholáthar trí Ghaeilge, díreoidh an páipéar seo ar shaincheisteanna a bhaineann le cur i bhfeidhm na Straitéise san earnáil seo. Déanfar cur síos ar na himpleachtaí atá ann do pholasaí agus do chleachtas a ardaíonn ceisteanna do chách a bhfuil baint acu le cur i bhfeidhm na Straitéise in iar-bhunscoileanna lán-Ghaeilge. ABSTRACT The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-20 (Department of Education and Skills, 2011:12) recognises that there are “challenges for the teaching and learning of literacy” in Irishmedium second-level schools. Drawing on research completed since the implementation of the Strategy, as well as ongoing research with student teachers on an Irish-medium second-level teacher education programme, this paper will focus on key questions concerning the implementation of the Strategy in this sector. Implications for policy and practice will be outlined which raise questions for all involved in implementing the Strategy in Irish-medium schools.

2016-05-15T00:00:00Z